In Paulo Freire’s Pedagogy of the oppressed, chapter one talks about humanization and dehumanization. He talks about humanization as qualities about us that makes us human. Freire talks about the importance of humans demonstrating humanization qualities towards one another. Freire states that in order to understand humanization we must also understand dehumanization. In dehumanization a person’s life/ humanity has been taken away from the. When a person becomes dehumanized they become oppressed. People who dehumanize other people are considered oppressors. Oppressors view the people they dehumanized as objects not human beings.
Freire makes an interesting statement. “Of others are themselves dehumanized through “an unjust order that engenders violence in the oppressors” (p. 44). “As the oppressors engage in oppression, they violate the rights of others and they themselves also become dehumanized” (p. 44). This state of far the oppressed face almost freezes them from living their lives. “Freire goes on to state that “Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly” (p. 47). The oppressed have become accustomed to the structure of domination of the oppressors and have become resigned to it.
In order to overcome the oppression, the oppressed must work together. Freire points out that the oppressed “prefer the security of conformity” (p. 48) over the action needed to pursue liberation. “That is where the need for pedagogy—learning a new strategy to overcome the injustices frequented upon them and others like them—is necessary. ” (p. 48). This chapter talks about how to set the oppressed free. The first way is to model the proper way a human should be treated. B modeling humanization, Freire believes this will help the oppressed realize what and how they should be treated like.
The oppressed have had their minds altered during dehumanization, so Freire suggest modeling as a form to help the oppressed overcome this. The second way is to expose the oppressor. I believe exposing the oppressor will allow the oppressed to feel freed. “Expulsion of the myths created and developed in the old order” (p. 55) has been enacted, the oppressed can begin to embrace freedom. These two stages are essential to Freire’s theory because “as long as the oppressed remain unaware of the cause of their condition, they fatalistically ‘accept’ their exploitation” (p. 64).
Chapter one was a really interesting topic for me. I believe Freire is trying to better the readers understanding of what it truly means to be oppressed and the role of an oppressor. Before reading Freire I never really understood oppression. After reading Freire, I understand the oppression is a feeling one gets after being dehumanized. One someone is dehumanized they lose their sense of life and eel a if they have to answer and seek apporvoal from their oppressrs. Oppressors are the people who dehumanize others. They don’t even look at people as huans. Which is an awful thing to o.
It is sad but there is a lot of this in everyday life. It its important to understand these terms. As a future teacher there are going to be situations in the classroom where a child may be oppressed and with the knowledge of Freire I will better be able to help the child overcome their oppression. I’ve learned to overcome oppression, the oppressed person must be willing to what to make a change. In chapter two, Freire talks about the problems with the education system. Freire discusses two approaches to education. The first approach is the “Banking Method”.
The banking method is based on memorization. Teachers don’t put in much input of what is being taught to the students. Material for what is to be taught is given to them, not allowing teachers to have a say. Freire talks about the thinking process involved in the baking method. In the banking system, teachers aren’t really thinking about what they are going to teach. Their lessons have either been given to them o they barely put any of their own views and ideas into the lesson. The second point Freire criticizes is that in the banking method teachers don’t allow students input either.
Freire believes students should have a say in what they learn. Freire maintains that “in the name of the ‘preservation of culture and knowledge’ we have a system which achieves neither true knowledge nor true culture” (p. 80). The more students memorize the less they know. The banking method involves more memorization than knowing. Freire offers a solution hen teaching and shaping the minds of young kids. “According to Freire, the solution is not to integrate the oppressed into the structure of society but to encourage them to transform the structure “so that they become beings for themselves” (p. 74).
In the problem posing method, unlike the banking method, students are allowed to have a say in what they learn. The problem posing method again unlike the baking method allows for teacher input in what should be taught in the classroom. Freire’s talks about that in order to educate a good citizen, students and teachers must discuss with one another. Freire talks about the role of the teacher in the problem-posing method. He says that the role of a teacher is to support and think with the students. He says “teachers need to reject the idea of teaching to teach and accept the role of teaching and learning with the students”(page83).
I love Freire’s problem posing method. I believe students asking questions is a great way for students to learn. In my future classroom I will encourage that each student must ask at least one question a day. Even if just one student asks a question it leads to a discussion. I feel it is important for children to challenge what they’re being taught. By challenging what they are being taught it leading them to have a more critical understanding on what they are learning and why it is important. For example, the black lives matter movement. By a student making a comment on the matter leads to a discussion which will develop into new ideas.
By challenging the teacher’s discussion it leads to a student caring about a different group of people. In my future classroom I will incorporate the ideas Freire. I will encourage students to challenge something that they may not like, or understand. I will also teach students to care in hopes that they will grow into caring adults. It all beings at a young age. That’s why teaching children is so important and rewarding. In chapter 3 Freire mainly talks about dialogue. “Dialogue is an encounter between men and women and is an act of creation, meaning that it must not serve for domination or forceful purposes.
Any person who cannot acknowledge themselves as mortal (like everyone else, having no special powers) have a long road ahead of them before they can encounter dialogue” (p. 95). Freire talks about dialogue brings out critical thinking. When kids are communicating with one another it allows for their children to think at a critical level. When children get together and communicate they are learning more. Freire talks about how dialogue leads to communication and if kids don’t communicate no one will learn. Freire uses a real life example. Freire talks about how political plans haven’t been successful due to lack of communication.
Freire next discusses true genuine education. Freire says that genuine education is when the teacher and the student use dialogue in the curriculum. “Many political and educational plans have failed because their authors designed them according to their own personal views of reality…” (p. 94). Dialogue is important in ending oppression. Freire discusses themes in education. He says themes can be used as a way to put an end to the oppressed. “Generative themes are the works of the thematic universe of all peoples and these themes arise from dialogue.
Generative themes are educational, political, or social topics important to the people whom they affect” (p. 120). Themes sometimes limit a situation. A theme with a limited situation is known as an obstacle. In order to overcome an obstacle people need to communicate… use dialogue. Themes give people an idea of the world they live in. Freire explains, “To apprehend these themes and to understand them is to understand both the people which embody them and the reality to which they refer” (p. 107). In other words once people understand the reality of things that is only when communication can begin to end oppression.